Relevant bibliographies by topics / School and community projects

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School and community projects'

Author: Grafiati
Published: 28 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "School and community projects"

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Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (December 21, 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.

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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
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Hurtig, Janise. "Parents Researching and Reclaiming "Parent Involvement": A Critical Ethnographic Story." Practicing Anthropology 30, no. 2 (April 1, 2008): 19–23. http://dx.doi.org/10.17730/praa.30.2.hk88v7h76340335t.

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For the past eight years I have worked with parents in neighborhood schools in a large urban school district, teaching writing workshops and leading community research and evaluation projects. I do this work through a small, university-based program called the Community Writing and Research Project (CWRP). The CWRP partners with schools and community organizations to offer personal narrative writing workshops, publish magazines of participants' writings, organize public readings, and teach participants to become writing workshop teachers. We also provide training and guidance to parents, teachers, staff of community organizations, and other local groups in conducting participatory research. School-based research projects are defined, designed, and carried out by the parents and other neighborhood residents, who are the project researchers or program evaluators.
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Kulikauskienė, Roma. "PROJECT MANAGEMENT IN UPPER-SECONDARY SCHOOL." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 36–41. http://dx.doi.org/10.48127/spvk-epmq/09.1.36.

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The present school feels lack of qualified and competent staff. The success of school activities de-pends on the competence of teachers as they are responsible for the quality of students’ qualification. Due to the absence of any structure of activities, a teacher plays different roles including the development of indi-vidual curricula and improvement of school activities. They also work as advisers on the learning process and professional career, the evaluators of internal audit, launch projects, participate in international events etc. The project concentrates and involves school community, helps teachers with increasing their quali-fications and implementing ideas in practice. On the other hand, projects assists in providing possibilities of receiving additional financial support and dealing with complex educational problems. An important point is that projects actively involve teachers. Key words: project management, school activities, school community, upper-secondary school.
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Hoffmann, John P., and Jiangmin Xu. "School Activities, Community Service, and Delinquency." Crime & Delinquency 48, no. 4 (October 2002): 568–91. http://dx.doi.org/10.1177/001112802237130.

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A common observation is that lack of involvement in communities is linked to a host of social problems, including delinquency. In response to this observation, youth are increasingly encouraged to volunteer for community service projects. Involvement in school activities is also seen as a way to attenuate delinquency. Yet little research has examined the simultaneous and unique impact of school involvement and community activities on delinquency. Using linked individual-level and school-level data, the authors investigate the impact of school and community activities on delinquency. The results indicate that community activities are related negatively to delinquency, especially in schools that are perceived as unsafe. However, race/ethnicity and percentage of minority students in the school condition the impact of school activities on delinquent behavior. In high-minority schools, African American students who participate in school activities are involved in more delinquent behavior, yet those in low-minority schools are less involved in delinquent behavior.
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DePetris, Thea, and Chris Eames. "A Collaborative Community Education Model: Developing Effective School-Community Partnerships." Australian Journal of Environmental Education 33, no. 3 (November 2017): 171–88. http://dx.doi.org/10.1017/aee.2017.26.

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AbstractDespite school-community partnerships having much potential to provide educational organisations with authentic teaching and learning opportunities through community-based action projects, they remain under-utilised largely due to the structural constraints and pressures faced by teachers. This study helps fill a gap in scholarly discourse about the specific ways in which school-community partnerships can effectively be developed by providing an in-depth account of an 18-month pilot project with the aim to develop a conservation education program (Kids Greening Taupō) through a partnership structure in Aotearoa New Zealand. An evaluation of the pilot project was conducted using an ethnographic approach, which sought stakeholder perspectives about the program's developmental process through an interpretive lens. Qualitative data were collected through participant observation, semi-structured interviews and document analysis, and then thematically analysed. The findings provided in this article illuminate stakeholder insights and perspectives about the structures established and processes utilised over the three broad stages of program planning, implementation and maintenance, and the resultant environmental initiatives and programs. Through this study, a Collaborative Community Education Model has emerged that may serve as a potential framework or starting point for those interested in creating a new school-community partnership or to modify an existing one.
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Olusa, Adekemi Opeyemi. "Impact of Community Social Development Projects on Community Improvement: Case of Ibule-Soro Community, Ondo State, Nigeria." Journal of Infrastructure Development 13, no. 1 (June 2021): 7–20. http://dx.doi.org/10.1177/09749306211023615.

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Infrastructure is important to livability of any community, hence efforts have been made by the government and the communities to provide these infrastructures. This is because it is evident that only government cannot provide all the needed infrastructures, so there is need for collaborative efforts which is done by participation of the community in the implementation of the provision of infrastructure. The collaborative effort was adopted by the Community and Social Development Projects (CSDP), a World-Bank assisted project. This study was carried out in Ibule-Soro community, in Ifedore Local Government Area, Ondo State. In all, 400 buildings were identified in the community by the community leaders out of which 10% were selected, which gave a sample size of 40 for the questionnaire administration; discussion session was held with the leaders of the community. Concept of community development and CSDP was critiqued. Findings revealed that the community is not poor, as 65% of the respondents earned above N30,000 which is the minimum wage in Nigeria, this may be due majorly to the fact that 85% of the respondents are engaged in one or the other activity like government employment, private sector or self-employed. Also, 65% of the respondents submitted that the community heard about CSDP through the community leader. It took less than six months between when the community informed the office and when the office responded to the community. The projects implemented in the community are renovation of the block of six classrooms in the Jooro high school and extension of 31 electric poles in Ibule-Soro community. The projects have lots of positive impact on the community as it has enhanced increase in the number of students’ enrolment at Jooro high school and the electric poles extension has improved the electric voltage in the community. The use of the participatory approach to implementation of community projects was recommended for adoption in similar future projects.
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Matos, Brenda Teresa Porto de. "Modeling School Uniforms for Public Schools of Blumenau." European Journal of Multidisciplinary Studies 5, no. 1 (May 19, 2017): 485. http://dx.doi.org/10.26417/ejms.v5i1.p485-485.

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This text aims to present one of the extension projects in development at the Federal University of Santa Catarina (UFSC), Center of Blumenau that is integrated with the Regional Development and Social Interaction Axis, which acts in the interface among the five courses of the center, specially engineering. This axis is responsible for proposing and organizing social interaction activities as well as encouraging cooperative relationships with social groups, economic and productive sectors as well as the community in general, as it is foreseen in the Pedagogical Projects of the Courses (PPCs). The intention of these practices is to build with students and teachers some activities and strategies of intervention in communities, institutions, associated developments or enterprises of the region that result in some knowledge/product for the involved groups, helping the future engineers to operate with a sociotechnical approach.This project in focus, entitled “Modeling school uniforms for public schools of Blumenau”, started in April 2016 and it is to be completed in April of this year, consists of a research and intervention experience in the school community, which is being carried out by two textile engineering fellows, under the guidance of professors from the areas of sociology and textile engineering. The aim is to propose new uniform models for the municipal public network, from the data collection performed through the application of questionnaires with the students of the nine schools that composed the sample group. This model proposal seeks to meet the demands formulated in a socially and ecologically committed way. The technical sheet and drawing results will be delivered to the Education Department of Blumenau, the project partner, and to the schools that are the object of the research and intervention. Therefore, this project expresses a materialization of the link of the "uniform artifact" to the sociotechnical network, giving visibility to the acronym STS (Science, Technology and Society) and bringing the field of social sciences closer to that of the exact sciences.
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Kamau, Stephen J., Charles M. Rambo, and John Mbugua. "Primary schools’ development in Somaliland – The role of Community Education Committees." Rwanda Journal of Social Sciences, Humanities and Business 2, no. 2 (April 5, 2021): 6–24. http://dx.doi.org/10.4314/rjsshb.v2i2.2.

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The study sought to determine the methods used to participate the community in school infrastructure projects. It also examined the extent and effectiveness of the community education committee participation process. Done as a cross-sectional survey using mixed methods of inquiry, the study targeted 1002 respondents consisting of 920 headteachers and 82 officers in charge of District Education (DEOs) in Somaliland. The sample comprised 257 headteachers and 22 DEOs. Multi stage sampling was used. Purposive sampling was used to draw a sample of regions, stratified random sampling to draw a sample of headteachers while simple random sampling was used to draw a sample of DEOs. Pilot testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while Headteachers filled questionnaires. Reliability of the questionnaire was ensured using Cronbach alpha. Empirical literature review, peer review and pilot testing were used to ensure validity. The response was received from 20 DEOs and 247 headteachers. Thematic analysis was used to analyse interview data collected from DEOs. Headteachers data collected by questionnaire were analysed using descriptive statistics. Participating the community in decision-making, offering free labour and and fundraising were the leading methods of participating communities in school infrastructure projects. Communities perceived full ownership of completed school infrastructure projects. Community members were satisfied with the schools‘ participation process. Most schools had realized their community participation goals. The CEC process was just one of the numerous ways the community participated in school infrastructure projects. The CEC participation method was largely working and realising its goals. More school development could be realised if the CEC participation process was further strengthened.
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Barger-Anderson, Richael A. "Project K.I.D.S. C.A.N.: Service-Learning in the Classroom and Community." Rural Special Education Quarterly 21, no. 2 (June 2002): 29–33. http://dx.doi.org/10.1177/875687050202100204.

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Project K.I.D.S. C.A.N. (Keep Involving Dassa Students in Community and Nature) offered the opportunity for many to serve the needs of each other through restoring an outdoor nature trail and beautification projects on school and community properties. The sites of the project were Dassa McKinney Elementary School, the community nature trail, and the Veteran's Memorial in the local town of West Sunbury, Pennsylvania. Students in the learning and emotional support classrooms at Dassa McKinney Elementary school were the primary participants. General education peers, along with high school students, teachers, administrators, parents, and community members were partners. In this article, sustainability and evaluation methods are discussed. Definitions of service-learning and evidence of support are offered. Through the use of service-learning, this article demonstrates how Project K.I.D.S. C.A.N. strengthened ties in a rural community along with meeting curricular objectives.
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Björk, Pasi, and Jorma Halonen. "The World of Friendship Forest." Open Schools Journal for Open Science 1, no. 3 (May 20, 2019): 32. http://dx.doi.org/10.12681/osj.20389.

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The World of Friendship Forest project is located in the Finnish town of Salo, where the School of Uskela, Anjalankatu Unit has implemented various smaller projects in their nearby forest to engage students in meaningful and interesting activities which provide benefit for the whole town community. The school provides special education for grades 1 to 9 (ages 7 to 16) and the European Project Open Schools for Open Societies ( OSOS) projects so far have involved 60 students in total. The students of the school have extensive learning difficulties and behavioural and emotional troubles. Most students have a low socioeconomic status. Majority of the students also have low self-esteem. From the point of view of students’ overall development, it has been important to provide them with socially significant activities and to provide students with experiences of success and sense of togetherness. The main partners in the project have been the sports office of the town and schools of Tupuri and Uskela, Kavilankatu unit and the University of Turku.
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Dissertations / Theses on the topic "School and community projects"

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Aghdasi, F., and S. Kaye. "Community service projects and service learning - recommendations for the School of Electrical and Computer Systems Engineering, CUT." Interim : Interdisciplinary Journal, Vol 4, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/431.

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This article explores the possible opportunities in Community Service and Service Learning for the School of Electrical and Computer Systems Engineering at the Central University of Technology, Free State, and outlines the associated recommendations. The development of these activities, together with research and postgraduate expansion, are particularly significant in the context of the necessary transformations from a Technikon to a University of Technology and will enhance the relationship with the community that the University must serve. It offers to industry a channel to influence the content of training programmes and a supplementary source of research and development for their specific needs. It further highlights the role of tertiary institutions in skills development of public servants.
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Draper, Rhonda Lee. "What are the benefits and challenges of large scale, arts based community partnership projects in an elementary school?" Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54066.

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This study explored the benefits and challenges of a large-scale, arts-based, community partnership project with an elementary school. It was called the Canada Show/Symphony Orchestra (SO) experience. This project drew across the arts, integrated multiple disciplines and involved a high quality community partnership. A case study formed the inquiry of this thesis to study the significances for all involved. Conceptually, this research was informed by my "artography" (Irwin & de Cosson, 2004), my concomitant position as an artist, researcher, teacher. Turning to constructivist traditions and informed by Dewey's (1938) philosophy of experience, a case study provided the means to systematically document the Canada Show/SO experience. Data sources included 70 grade six student performers, three of their teachers and two administrators via questionnaires featuring nine open-ended questions during three stages: 1) at the end of the final dress rehearsal; 2) at the end of the final of six performances; 3) a month after the performances had taken place. Data was also gathered from our community partner, participants in a symphony orchestra. Their questionnaires were given at one stage only – at the end of the final of six performances. Additionally eight randomly selected students digitally recorded their experiences at all stages throughout the process. The final source of data was my own journal and digital recordings documenting throughout what was encountered as artist, researcher, teacher. The findings from this study foreground the importance of arts-based interdisciplinary projects that develop multiple competencies. The majority of participants involved in this project stated that, in spite of challenges, it benefitted them socially and emotionally, helped them to develop arts-based competencies while teaching them about their Canadian history. Many participants found this large-scale, arts-based community partnership project to be transformational to them – their ideas about themselves, about others and about curriculum.
Education, Faculty of (Okanagan)
Graduate
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Hlophe, Nomalanga Nokuthula. "An investigation of the practices employed by an environmental community-based organization to successfully sustain its school based and community based projects (A case study)." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021252.

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Community-based organizations (CBOs) play a crucial role in sustainable development and hence it is important that they are promoted, guided and supported by state agencies and the private sector. The South African government encourages communities to establish co-operatives as a tool or strategy to address local social issues and risks and act accordingly. The purpose of this case study was to determine what aspects of the establishment and operation of a successful community-based environmental organization are producing sustained school and community projects. The study set out to investigate and audit the activities of a successful environmental CBO so as to determine how it has successfully sustained its school and community environmental projects. The reason for this investigation was to inform other CBOs and the state environmental agencies that support them on how to sustain their environmental activities in community and school contexts. The investigation was designed as an interpretive case study, which used document analysis, semi-structured interviews and observations to gather data. The gathered data was analyzed through inductive analysis to interpret and audit reported activities. Analytical memos were used to represent key themes in relation to the successful operations of the organization. Through auditing and reporting the activities in the analytical memos, analytical statements were developed. Those statements guided the discussion and informed the study‟s findings and recommendations. After investigating this CBO, it was concluded that, their success is a result of the establishment of a networking forum with different stakeholders and parties, community involvement in different projects, partnerships with local schools to develop and expand their curriculum practice, CBO networking locally and internationally and finally, their participation in annual and continuous environmental competitions/projects/programs. The insights gained and lessons learned will be used to advice and support community based co-operatives in environmental learning activities in school and community contexts as part of my ongoing work.
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Medina, Martin. "A public safety high school internship program for Riverside Community College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1976.

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The purpose of this thesis was to address the need to develop a public safety internship academy program for high school students and at risk youths who may have a desire to explore careers in public safety. Many students dream of pursuing a career in public safety but lack the knowledge or skills to realize their dream.
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Westcot, Julia Ellen. "The September 11th tragedy: Effects and interventions in the school community." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2271.

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Nemeth, Emily Annette. "“Because I Live in this Community”: Literacy, Learning, and Participation in Critical Service-Learning Projects." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403520728.

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Shader, Michelle Elizabeth. "Creating community through communication: The case of East Desert Unified School District." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2692.

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East Desert Unified School District (EDUSD) serves many immigrant, migrant, and first generation students. The objective of this thesis is to identify the community processes and channels used that it serves. Organizationally, the interractions between the district and its communities will be studied from a systems perspective. Intercultural communication theories and organizational communication theories provide lenses for examining the communication processes occuring between the communbity and organization within the district, the parents resource service center alone with children and Family Services are grant supported and provide outreach services to community members.
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Freestone, Keri Lynn. "Instant access: Developing a high school web site for staff, students, and community." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2303.

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This project describes the inception and development of a high school web site along with subsequent implementation issues, limitation, benefits, and recommendations visual design and learning principles and the history of hypermedia are also discussed, and a model is tendered for other schools to follow when constructing a web site.
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Trent, Allen W. "Community : a collaborative action research project in an arts impact elementary school /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623491133.

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Thomas, Kelly Burke. "AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-161011/.

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The First Nations, Métis, and Inuit School-Community Learning Environment Project was one of the programs through which the Aboriginal Branch of Alberta Education attempted to increase the academic success rate of First Nation, Métis, and Inuit students. Sixteen school jurisdictions in Alberta were asked to choose one school within their district on which to focus the resources offered by the Project. These resources included a large amount of money and print materials prepared by the Aboriginal Branch. The schools were asked to consult with the school community and area residents, including elders, to prepare strategies they believed would fulfill the goals of the First Nations, Métis, and Inuit School-Community Learning Environment Project. The first goal of the Project, and the one this quantitative study examines, was to increase the number of students who obtained the acceptable standard on the Provincial Achievement Tests. The Project was initiated in the 2003-2004 school year and ended in 2004-2005. This study compares the means of the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in the two years before the Project began, 2001-2002 and 2002-2003; two years during the Project, 2003-2004 and 2004-2005; and two years after the Project ended, 2005-2006 and 2006-2007. This study also compares the strategies each school used to achieve the goal of increasing the numbers of students attaining the acceptable standard on the Provincial Achievement Tests. In addition, 12 schools were purposefully quota sampled that were not part of the Project; the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in these schools were compared with the numbers of students who obtained the acceptable standard in schools that were part of the Project. Analysis of the results indicated that, generally speaking, the First Nations, Métis, and Inuit School-Community Learning Environment Project resulted in only nominal improvements in increasing the academic success of First Nation, Métis, and Inuit students attending schools that took part in the Project.
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Books on the topic "School and community projects"

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Hyman, Carl S. The school-community cookbook: Recipes for successful projects in the schools. Baltimore, Md. (P.O. Box 19942, Baltimore 21211): C.S. Hyman, 1993.

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1944-, Beane James A., and O'Connell Brian 1930-, eds. Community service projects: Citizenship in action. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1985.

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Pomuti, Akiser. Review of the community impact of the Oosikola and Tulipamwe projects. Windhoek: Social Sciences Division, Multi-Disciplinary Research Centre, University of Namibia, 1997.

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Decker, Larry E. Community education across America: Profiles of state networks and local projects. Alexandria, VA (801 N. Fairfax St., Suite 209, Alexandria 22314): National Community Education Association, 1990.

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Varano, Rita. Addressing school-related crime and disorder: Interim lessons from school-based problem-solving projects. [Washington, D.C.] (1100 Vermont Ave., NW, Washington, 20530): U.S. Department of Justice, Office of Community Oriented Policing Services, 2001.

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Varano, Rita. Addressing school-related crime and disorder: Interim lessons from school-based problem-solving projects. [Washington, D.C.] (1100 Vermont Ave., NW, Washington, 20530): U.S. Department of Justice, Office of Community Oriented Policing Services, 2001.

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Varano, Rita. Addressing school-related crime and disorder: Interim lessons from school-based problem-solving projects. [Washington, D.C.] (1100 Vermont Ave., NW, Washington, 20530): U.S. Department of Justice, Office of Community Oriented Policing Services, 2001.

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Varano, Rita. Addressing school-related crime and disorder: Interim lessons from school-based problem-solving projects. [Washington, D.C.] (1100 Vermont Ave., NW, Washington, 20530): U.S. Department of Justice, Office of Community Oriented Policing Services, 2001.

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Varano, Rita. Addressing school-related crime and disorder: Interim lessons from school-based problem-solving projects. [Washington, D.C.] (1100 Vermont Ave., NW, Washington, 20530): U.S. Department of Justice, Office of Community Oriented Policing Services, 2001.

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Varano, Rita. Addressing school-related crime and disorder: Interim lessons from school-based problem-solving projects. [Washington, D.C.] (1100 Vermont Ave., NW, Washington, 20530): U.S. Department of Justice, Office of Community Oriented Policing Services, 2001.

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Book chapters on the topic "School and community projects"

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Alsop, Steve, and Sheliza Ibrahim-Khan. "School-Community Projects/Programs." In Encyclopedia of Science Education, 851–54. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_318.

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Alsop, Steve, and Sheliza Ibrahim-Khan. "School-Community Projects/Programs." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-6165-0_318-1.

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Lemley, Christine K., and John Martin. "Google Sites and Oral History Projects: Connecting School to Community." In Media Rich Instruction, 251–69. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_16.

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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement, 197–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Szejnmann, Claus-Christian W., Gary Mills, James Griffiths, and Bill Niven. "Diversity and Difference. Changing People’s Attitudes and Behaviours Through a School and Community Based Holocaust Education Project." In Holocaust Education in Primary Schools in the Twenty-First Century, 145–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73099-8_9.

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"A community project." In Bilingualism in the Primary School, 155–69. Routledge, 2002. http://dx.doi.org/10.4324/9780203134870-25.

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Puzyrevsky, Valery. "New School Graduate Image." In Business Community Engagement for Educational Initiatives, 25–50. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch002.

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In recent years, modern, innovative, transnational businesses are actively trying to influence the state of the education system – from participation in projects of specific schools to influence for global trends in the development of education (for example, the idea of 21st century skills). It is important to note that business is not limited to financial support for education. It is important to influence the change in goals, values, content of education, and basic pedagogical technologies. This is done through to the positioning of a new image of the future and another image of the graduate of the school, those professional skills of specialists that will be required for large corporations in the coming years. Analyzing on the materials of online resources, the characteristics of modern startups and educational projects supported by large business, one can understand what changes the business wants from education.
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Greer, Deirdre C., and Pam Wetherington. "Using Environment-Based Education to Transform the School Campus." In Marketing the Green School, 211–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch015.

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A focus on building environmentally sustainable schools emerged in the 1990s; however, building green schools is cost prohibitive due to limited education construction budgets. One solution is to engage children in transforming existing schools while incorporating environment-based education. Environment-based education is a form of project-based learning that employs a student-centered approach to teaching integrated curriculum. Project-based learning has been shown to be beneficial in supporting the social, emotional, physical, and cognitive development of students. Benefits of project-based learning include building a sense of community within the classroom, encouraging parent involvement, increased motivation and engagement, and increased academic achievement. This chapter explores possibilities for transforming existing schools to be more environmentally friendly, considering the benefits of engaging students in authentic projects and providing examples of ways to get students of all ages involved in projects that can extend environmental awareness from the school to home and into the community.
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Bingler, Steven. "Schools as Centers of Community: Planning and Design." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0030.

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As we stand at the beginning of the twenty-first century, we face a national challenge in planning and designing learning environments that meet the needs of all learners. Throughout the country, elementary and high school districts are spending unprecedented amounts of money to renovate existing school facilities or build new ones. In 2001 alone roughly $27 billion worth of kindergarten through grade 12 construction projects were approved and funded, a trend that is likely to continue for several years. In 2000 public and private kindergarten through grade 12 school enrollment reached a record 53 million students. The Department of Education projects that 55 million children will enroll in 2020 and 60 million in 2030. By 2100 the pattern of steady growth is expected to result in a total of 94 million school-age children, an increase of 41 million students over the century. It is also projected that diversity will increase, with most of the growth among Hispanic children. They represented about 15% of the public school population in 2000; that proportion is expected to grow to 24% by 2020. This steady increase in the number and diversity of school children, all of whom need and deserve a quality education, suggests that the design of new school facilities and the modernization of old ones will be an ongoing process in communities across the United States. One important component of this challenge is the need to rethink how we plan learning environments to coincide with some new ways of thinking about education. It seems as if such a short time has passed since Howard Gardner introduced the theory of multiple intelligences at a time when other educational strategies, including project-based learning, cooperative learning, primary source learning, real world experiential learning, and their many variations, were enjoying a renaissance or were in the developmental stages. Many of these teaching and learning strategies have found their way into the mainstream as powerful tools that help to create more meaning-centered and personalized learning for students and educators alike. This new group of educational strategies is more diverse, more integrated, and, perhaps, more compelling than their more predictable predecessors.
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Johnson, Annette, Cassandra McKay-Jackson, and Giesela Grumbach. "Gaining Administrative School and Community Buy- In." In Critical Service Learning Toolkit. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858728.003.0009.

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Critical service learning (CSL), by its very nature, is conducive to collaborating, building a sense of community, and promoting a positive school climate (Kaye, 2010). In developing the CSL project, it is essential to understand the organizational structure of the school and how to collaborate with key stakeholders. The analysis of the organization should include a review of the school’s mission, its educational priorities, and level of administrative support. Schools have many competing priorities, such as improving academic achievement, curriculum development, Common Core learning standards, and promoting social and emotional learning (SEL). The school- based practitioner must recognize the school’s educational priorities and understand how CSL can support one or more of these priorities. This information should be ascertained prior to meeting with the school leader. Furthermore, the school- based practitioner should be fully prepared to articulate connections between CSL and specific school priorities when seeking administrative approval for the project. The principal’s support as the school leader is critical to the development of a new program within the school. To ensure the success of the CSL project, the school social worker or school- based practitioner must first confer with administrators about the value of this work, which may be viewed as more radical than day- to- day interventions with students. Sharing literature that speaks to the effectiveness of CSL may assist in this process. Therefore, as a first step in developing a CSL program in the school, the practitioner should reach out to the school principal. For CSL to be successful, the practitioner must clearly express to him or her how CSL aligns with, supports, or enhances one or more of the school’s educational priorities. Aligning with one of the school’s priorities represents an ideal way to gain buy- in from the principal and other school leaders. To ensure the success of the CSL project, the school social worker or school- based practitioner should share the value and uniqueness of this approach, which builds on students’ strengths and assets. It is also important to collaborate with teachers and community partners to develop an effective program.
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Conference papers on the topic "School and community projects"

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Hight, Tim, Jorge Gonzalez, and Ismael Sa´nchez. "International Community Based Senior Design Projects: Santa Clara University and Universidad Centro Americana." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81116.

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As part of an initiative to promote community based engineering education, Santa Clara University engineering students undertook two ambitious senior design projects during the 2004-2005 school year that have direct impact on communities in El Salvador. The two projects were coordinated through our sister school, Universidad Centro Americana, in San Salvador, and also involved other local and international partners. The first project consisted of the design, purchase, and installation of a 3 kW solar powered water pumping system for Isla Zacatillo off the southwest coast of El Salvador. The new system replaces a standard electrical system that was dependent on an expensive undersea power connection to the mainland. The new system promises higher reliability and independence while also promoting sustainable energy and water solutions. The second project involved the design and construction of a prototype Human Powered Utility Vehicle (HPUV) for use in rural transportation of goods and people. The team faced a number of challenges in order to improve upon existing designs. The primary goals were to create a design that was robust, reliable, highly functional, and inexpensive. The paper will discuss the planning and logistics involved in accomplishing these international senior design projects, the challenging communication issues, the benefits to students and faculty beyond those of a conventional engineering design project, the impacts on the local society, and the final results of the projects.
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Allen, Thomas, Javier Cañada Pérez-Sala, Constantina Coureas, Grace Porter, Javier Sánchez Fernández, Estelle Schurer, Moisés Eugenio Batres Alvarenga, and Óscar Ernesto Rodríguez Flores. "Footbridge for the School of El Yomo in El Salvador." In Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.055.

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<p>The El Salvador Project is a student-led initiative born in 2001 at Imperial College London that provides simple and effective engineering solutions to rural communities in El Salvador. The projects are developed in close collaboration with the Salvadorian NGO REDES and the UK-based charity Engage for Development. This paper presents the work developed over the summer 2019, when a footbridge was constructed for the School of the community of El Yomo, in the town of Alegría. The footbridge was intended to restore the path connecting the main settlement with the local school, which heavy rainfall had eroded in the previous years forming an impassable ravine. The footbridge was designed as a 15 m long steel truss beam supported on masonry walls. The construction was a collective effort. The main challenges faced during construction were the unexpected conditions of the site, the unreliable supply of materials and the lack of means for excavation, lifting and auxiliary constructions. The success of the project relied considerably on the knowledge of the local workers. The involvement of the community helped develop a feeling of ownership over the project which has resulted in a strong commitment in its maintenance since the opening. The footbridge was enthusiastically inaugurated by the community and has provided the children of El Yomo with a safer and faster route to their school, based on a comprehensive risk management approach.</p>
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Manuel, Mark Christian E., Jaime P. Honra, and Manuel C. Belino. "A Socio-Academic Approach in Providing Renewable Energy Sources: Experiences of Mechanical Engineering Department, Mapua Institute of Technology." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34643.

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Mapua Institute of Technology has been constantly engaged in providing free, renewable energy to rural and under privileged communities. Guided by the mission and vision of the School of Mechanical and Manufacturing Engineering Department and of the Office of Social Orientation and Community Involvement, the school had implemented several renewable energy activities. This paper showcases 8 different projects — 6 hydropower plant projects, 1 human kinetic harvesting demonstration facility, and 1 wind turbine project. In this paper, implemented projects are presented briefly with emphasis on the different locations, local cultural settings and different experiences encountered. It will also share how students have changed from being participants to autonomous implementers of renewable energy projects for communities.
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Jaume Tugores, Cristòfol, Iratxe Menchaca Sierra, and Margarita Ramis Barceló. "ENERGY INTELLIGENCE SCHOOL PROJECT IN COLLABORATION WITH THE COMMUNITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1606.

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Cortez, Alyssa, Andrea Estrada, Luis Fregoso, Jawed Nur, and Diego Ruiz. "School Solar Pavilions for Middle School Students: A Youth-Led Community-based PV Project." In 2021 IEEE 48th Photovoltaic Specialists Conference (PVSC). IEEE, 2021. http://dx.doi.org/10.1109/pvsc43889.2021.9519086.

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Crespo Claudio, Yazmín M., and Omayra Rivera Crespo. "WORKSHOP : Collective Architectures." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.16.

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A design-build workshop organized by Taller CreandoS in Encargos a collective founded by four female architecture professors; Yazmín M. Crespo, AndreaBauzá, Irvis González y Omayra Rivera, at La Perla, a community outside the northern historic city-wall of old San Juan, Puerto Rico. Together the professors share interests to revitalize deteriorated and abandon urban spaces with ephemeral interventions and participative workshops in an effort to redefine the conventional way of understanding the professional practice of architecture. The workshop invited students from the three architecture and design schools in Puerto Rico; Polytechnic University of Puerto Rico, University of Puerto Rico School of Architecture, Pontifical Catholic University of Puerto Rico and the school of Visual Arts in Old San Juan to work together with international architecture collectives Todo porla Praxis from Madrid, Spain; Arquitectura Expandida from Bogotá, Colombia; and FG Studio from New YorkCity in three design-build projects together with the community. The workshop included lectures by the three international architects’ collectives, a design charrette, community presentations, final review, a round table and construction of the interventions from August 31to September 7, 2013.
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Al-thani, Noora, Jolly Bhadra, Nitha Siby, Enas Elhawary, and Azza Saad. "Innovative Tool to Educate High School Students through Research Based Learning." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0260.

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The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.
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Haberman, Bruria, and Cecile Yehezkel. "A Computer Science Educational Program for Establishing an Entry Point to the Computing Community of Practice." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3224.

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The rapid evolvement of the computing domain has posed challenges in attempting to bridge the gap between school and the contemporary world of computing, which is related to content, learning culture, and professional norms. We believe that the interaction of high-school students who major in computer science or software engineering with leading representatives ofthe computing community of practice may motivate them to pursue their studies further or pursue a career in the field. Accordingly, our program aims at exposing talented high-school students "directly by leading experts" to state-of-the-art computing research, advanced technologies, software engineering methodologies, and professional norms. The interaction between the students and the experts, who actually become role models for the students, occurs at two levels: (a) during enrichment plenary meetings, and (b) through one-to-one interaction in which students develop software projects under the apprenticeship-based supervision of professionals from the computing community of practice. In the last four years, six hundred students participated in enrichment activities; 86 of these students accomplished high-level software projects under the supervision of experts.
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Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.

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As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.
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Salvado, Filipa, Nuno Almeida, and Alvaro Vale e Azevedo. "Aligning technical and financial management of public school buildings." In IABSE Symposium, Guimarães 2019: Towards a Resilient Built Environment Risk and Asset Management. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/guimaraes.2019.0138.

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<p>The Life Cycle Cost concept enables costs prediction throughout the life cycle of building projects. The scientific community and the practitioners of the Architecture, Engineering and Construction (AEC) sector have been developing this concept for the past decades and seeking the development of dedicated public databases with the adequate quantity and quality of economic information. These databases are needed to support both the technical and financial management of public construction projects.</p><p>Besides the present problems with these types of databases, such as those of inadequate data granularity, incompleteness and inaccuracy of the information, there is also the need to align the technical and financial perspectives throughout the entire lifecycle of the building project. A relevant example in this regard is the financial depreciation rates which are seldom aligned with the technical depreciation of the building and its assets and components.</p><p>In this paper, public school buildings constructed in Portugal since the 1940s are used as a case study to discuss the alignment of technical and financial management. Historical data show the relevance of considering technical and functional characteristics of the building portfolio, as well as the operation and maintenance requirements in the long-term, in order to establish depreciation rates.</p>
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Reports on the topic "School and community projects"

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Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns, and Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, April 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro, and Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, May 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg, and Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, April 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Kim, Eundeok. Community Service Projects Integrated into Product Innovation and Management Class. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-763.

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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, July 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Andrew Nute, Andrew Nute. How Does Clean Water Alter Rural Community Health and School Attendance? Experiment, March 2015. http://dx.doi.org/10.18258/4876.

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Lantz, E., and S. Tegen. Economic Development Impacts of Community Wind Projects. A Review and Empirical Evaluation. Office of Scientific and Technical Information (OSTI), April 2009. http://dx.doi.org/10.2172/1219190.

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Heeren, Tessa, Austin Adams, Natalie Veldhouse, and Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. Iowa City, Iowa: University of Iowa Public Policy Center, February 2018. http://dx.doi.org/10.17077/a2g1-zzlf.

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DeJardin, Thomas. Assessment of subjective experiences of boys entering the community from a correctional school. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.486.

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